NICT Acceptance Among Teachers and Students in the Context of Higher Education Reform in Morocco

The use of communication technologies during the covid19 crisis has prompted the government of Morocco to consider the use of NICTs as a factor of improvement of education, hence the need to study the interaction of the various actors concerned by this orientation with those technologies. This study (conducted during 2022) aims to investigate the willingness of teachers and students to embrace NICT as tools for learning. Situated within the context of higher education reform (launched in 2021 and entered into force in 2023), which integrates NICTs as enduring tools for continuous and sustainable learning within universities, this research explores the subject’s multifaceted dimensions. The research methodology employs variables derived from TAM. This approach enables an assessment of the degree to which technology-centered teaching methods are embraced and offers insights into the satisfaction levels of various stakeholders regarding the Ministry of Education’s innovative policy in Morocco. The sample size consists of 1300 teachers and 11200 students. Data collection was accomplished through questionnaires and then analyzed via SPSS. The study’s outcomes underscore that the students’ acceptance of technology hinges on the perceived knowledge growth, remote teaching experience and the satisfaction with distance teaching. While the linear regression model regarding teachers was not significant, this opens up avenues for new studies.